The document provides guidance for those involved in higher education to promote the involvement of service users and carers in the education of social work students.
Dr Ogilvie-Whyte reports on the existing evidence base supporting (or otherwise) the effectiveness of specialist training and education in child care and protection social work, particularly as it impacts on professional practice and outcomes for abused and neglected children.
The Key Capabilities (KC) in Child Care and Protection are designed to allow students within social work degree programmes to map their specific learning in this area whilst achieving the more generic Standards in Social Work Education (SiSWE). The KCs further allow social work students to evidence their learning in child care and protection by their progress being assessed at the mid and end points of the programme.
We live in an age where efficacy is a key issue, particularly in respect of the use of public funds. A poor evidence base underpinning policy or practice is, therefore, a vulnerability that should be avoided.
This report discusses the results of commissioned research into the type of learning materials required to support the transition for students moving from the HNC in Social Care to the social work degree. The key questions to be addressed were: what issues do these students face; and what learning materials might help?
Learning For Effective And Ethical Practice
This evaluation examines the processes involved in establishing the provision of a range of innovative opportunities for interprofessional learning. The report also evaluates the experience of students who have completed interprofessional practice placements on two demonstration projects. The pilot projects operated from October 2004 until March 2005 and the demonstration projects operated from February to June 2005.
Our aim was to consider new opportunities for inter-professional learning within a range of existing and new service settings and explore the possibilities for a shared approach to the assessment of social work students in these placements. We have done this by placing one cohort (8) of Fast-track Direct Practice 1. (D.P.1.) Diploma in Social Work (Dip.S.W.) students in a range of placements provided by Quarriers.
Integrated Assessment
The overall aim of the Integrated Assessment Project was to develop innovative flexible and aligned assessment methods to promote deep learning for ethical and effective practice. It comprised of three discrete projects with the following key objectives:
Learning for Effective and Ethical Practice
Evaluation of a novel method of supporting the integration of learning for practice in Social Work settings: the Academic Advisor role. This evaluation examines the process and workings of a new approach to the integration of learning and practice, namely the introduction of Academic Advisors to practice learning settings in Edinburgh, Midlothian and Glasgow.
Integrated Assessment
An evaluation of critical incident analysis used as a method of assessment in the context of social work education.
